2026 IJRSE – Volume 15 Issue 7
Available Online: 9 March 2026
Author/s:
Fulgencio, Margie D.
Cebu Technological University, Philippines (marjfu8@gmail.com)
Abstract:
This study investigated the relationship between parental involvement and the academic achievement of kindergarten learners under a modular instruction framework in the Cebu City Division. Utilizing a descriptive-correlational research design, data were gathered from 400 parents and 34 kindergarten teachers across selected public elementary schools. Statistical analysis—including frequency counts, weighted means, Pearson’s r, and t-tests—revealed that while parents were “Highly Involved” in module utilization, this logistical engagement did not significantly correlate with student learning achievement. Conversely, a significant positive relationship was identified between academic performance and parental involvement in lesson tutorials and school task assistance. Furthermore, the study found a significant discrepancy in the perception of collaboration levels between parents and teachers, suggesting a “perception gap” in the home-school partnership. These findings indicate that for modular instruction to be effective, educational policy must transition from the mere provision of materials to the enhancement of parental pedagogical capacity. Based on these results, a Home-School Instruction Development Plan is proposed to optimize early childhood development and strengthen reciprocal educational relationships in the post-pandemic landscape.
Keywords: descriptive-correlational design, early childhood education, home-school instruction, learning achievement, modular approach, parental involvement
DOI: https://doi.org/10.5861/ijrse.2026.26827
Cite this article:
Fulgencio, M. D. (2026). Home-school instruction in the new normal: Assessing parent-teacher collaboration and kindergarten learner progress. International Journal of Research Studies in Education, 15(6), 149-161. https://doi.org/10.5861/ijrse.2026.26827